Be Happy Day Nursery Cippenham

Be Happy Day Nursery Cippenham

Unique reference number (URN): 2518074 Address: Weekes Drive Community Centre, Weekes Drive, Cippenham, SL1 2YN Type: Childcare on non-domestic premises Registered with Ofsted: 05/02/2019 Registers: EYR, CCR Registered person: Be Happy Childcare Services Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Strong standard

Staff have created a safe and welcoming environment that children confidently explore. Staff are good role models and promote good manners. For example, staff remind children to thank their friend for holding the door open. Staff have secure relationships with children who they know extremely well. This enables staff to tailor their approach and support to meet children's individual needs.

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Behaviour, attitudes and establishing routines Strong standard

Children are very well behaved, they listen and follow instructions from staff. They understand the routine and expectations of the setting. This provides them with consistency that supports them to feel safe and secure. If conflicts arise, staff manage these well by supporting children to find solutions, such as sharing or effectively using distraction techniques. These are adapted to meet children's individual needs and understanding.

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Behaviour, attitudes and establishing routines Strong standard

Children play well alongside and with each other. Staff encourage children to share and take turns. They provide children with clear explanations as to why they need to do this. Leaders support parents understanding of punctuality and attendance. They ensure parents understand the impact this has on children's learning and wellbeing.

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Children's welfare and wellbeing Strong standard

The key person system is effective in building parent partnerships and ensuring children feel safe and secure. Children respond positively to staff and seek them out if they need comfort or reassurance.

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Children's welfare and wellbeing Strong standard

Staff support children to understand how to keep themselves safe and healthy. They prepare healthy snacks and provide parents with information on healthy lunch boxes. Staff ensure that children are supervised effectively during mealtimes and that dietary needs are met and children are not exposed to foods they are allergic to. Children spend time outdoors to support their physical development and develop new skills. Staff recognise the importance of good oral health and provide information to parents and children with activities to support them to understand why this is important.

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Children's welfare and wellbeing Strong standard

Staff support children to understand and manage their emotions. A recently introduced sensory room provides children with a calming space where they can regulate their emotions when they struggle. This room is available to all children but is particularly effective for children with special educational needs and/or disabilities and those with other barriers to their learning. Staff support children in gaining a sense of belonging at the nursery. They find out information about children's backgrounds, cultures and religions and plan activities to support all children's understanding of these. For example, children recently celebrated the Holi festival. They took part in throwing different coloured powder in celebration.

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Inclusion Strong standard

Leaders and staff have high expectations for all children's learning and development. They gather essential information from parents when children first start. This ensures they have a secure understanding of the child's individual needs and are able to provide targeted support for the child and their family. As a result, children receive the support they need to make progress and reach their full potential.

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Inclusion Strong standard

Staff complete regular observations and assessments on children. This ensures they recognise when children may need additional support or they need to adjust strategies and support. Staff act swiftly and work effectively with other agencies so that support is put in place in the quickest time possible. Staff use different methods to communicate with children. For example, they use picture boards to support children's understanding of what is happening now and next. In addition, they use words from children's home language to support their communication and language development.

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Inclusion Strong standard

Staff understand who is entitled to additional funding and then this is used for specific resources to support the child. For example, this is used for dance and music sessions to support children's confidence and encourage them to join in with group activities.

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Leadership and governance Strong standard

Leaders have made significant changes to the setting since joining the management team. They quickly identified risks to children and took immediate action to ensure these were minimised. Ongoing evaluation ensures weaknesses are identified and actioned quickly. Staff are supported well and are provided with regular one to one meetings to check wellbeing and any additional support that may be needed. This also supports identification of additional learning and ensures that staff's continuous professional development is addressed. Leaders strongly focus performance management on ensuring the rare inconsistencies in teaching and learning are promptly and thoroughly addressed.

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Leadership and governance Strong standard

Managers have a strong focus on the needs of individual children and their families circumstances. This includes for children with special educational needs and/or disabilities and for children with other barriers to their learning. They are quick to ensure that appropriate support is put in place. This ensures that all children make the progress they are capable of. Parents are happy with the care provided for their children. Regular communication ensures parents know about their child's day and the progress they are making. Events planned by the nursery provide parents with opportunities to socialise and join their children in the setting.

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Achievement Expected standard

Children are confident and independent learners. They have good independent skills and manage their self-care needs well. Children with special educational needs and/or disabilities and children with other barriers to their learning show they feel safe and secure and make the progress they are capable of. All children benefit from the sensory room which they can use when feeling overwhelmed or when they are struggling to manage their emotions.

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Achievement Expected standard

Older children communicate their needs clearly and express how they are feeling, they are well prepared for their move to school. As they play, they recall previous learning, for example, when watering plants children explain that plants need water to live. Occasionally, children do not have the time to think and respond to questions staff ask. Children make choices from the activities available to them, they add resources to enhance their play. For example, children add animals to their water play. However, they are not always provided with the opportunity to find solutions to problems as they arise.

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Curriculum and teaching Expected standard

Leaders have created a broad and ambitious curriculum that covers all areas of learning. Staff plan activities based on children's next steps and interests. This supports children to remain engaged for extended periods of time. This includes for children with special educational needs and/or disabilities and those with other barriers to their learning. Staff adapt their approach and activities so all children can remain fully engaged.

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Curriculum and teaching Expected standard

Staff use age-appropriate language with children and introduce them to new words. For example, when playing with water staff repeat the word scoop. At times, younger children are not fully supported to develop their language skills. Staff ask children questions but do not give them the time they need to think and respond. Occasionally, staff are too quick to solve problems for children limiting their reasoning skills. For example, when children get soft doh stuck in a cone, staff provide children with equipment to try and get this out. This does not support children to develop critical thinking skills and find solutions for themselves. Staff support children's mathematical development well. During planned activities and while children play, staff encourage children to count and use mathematical language such as, big, little, heavy and light.

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Curriculum and teaching Expected standard

Children develop physical skills as they dig in the sand and use climbing equipment. Staff provide opportunities for children to develop fine motor skills as they use pens to mark make and tongs to self-serve their snack. This also supports children to develop independence skills.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children arrive happy and excited for their day at this welcoming setting. They separate confidently from parents as they are greeted by friendly staff. Children confidently choose from a range of age-appropriate activities that enhance their experiences and learning. Staff build secure relationships with children who they know well. As a result, children seek out staff if they need support or reassurance.

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What it's like to be a child at this setting

Leaders have created an ambitious curriculum that meets children's individual needs. Staff use age-appropriate language with children and introduce them to new words during play. Staff plan a range of activities outdoors and children are provided with opportunities to develop their physical skills. For example, children confidently climb, slide and balance on low beams. This also provides children with the opportunity to learn about the world around them. As children water flowers, staff support their understanding about why flowers need water.

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What it's like to be a child at this setting

Staff are positive role models and children behave well. They know the routine and what is expected of them. Staff engage well with children at activities and children stay for extended periods of time. Staff recognise children's individual needs and additional support they may require. This includes for children with special educational needs and/or disabilities and children with barriers to their learning. Specific areas to support children include a newly introduced sensory room. This supports all children to have time to regulate their emotions when needed.

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Address:

Weekes Drive Community Centre Weekes Drive Cippenham SL1 2YN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 05/02/2019 Staff provide children with new experiences and opportunities to explore the local community. Regular trips to the local park support children's physical development as they explore a wider range of equipment. Staff plan activities for children to celebrate different festivals and learn about other cultures. Leaders work hard to encourage regular attendance. They ensure parents understand the importance of punctuality and attendance and the impact this has on children's learning and wellbeing. This supports children to build regular routines in preparation for the move to school.

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Next steps

Leaders should build on the robust procedures for staff's performance management to ensure all opportunities are taken to deepen and extend children's learning. Leaders should help staff further enrich children's problem solving and critical thinking skills.

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About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator and parents during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years' foundation stage. Registered person: Be Happy Childcare Services Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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